On November 2, the DWC held a lunch to discuss different issues in assessing multimodal projects. Leigh Gruwell presented ways to scaffold assessment into the project, allowing students to participate in creating the criteria. First, Leigh gives an Remediation Criteria Worksheet that helps students categorize different criteria, and then they construct a multimodal rubric together. The advantage of allowing students to build their own criteria is that reflection becomes an ongoing activity as they consider these criteria and how they apply to their projects. (Also see Leigh’s inquiry four reflection assignment).
Jason Palmeri presented ways to integrate reflection more fully into everyday scaffolding. In the new ENG 111 curriculum, we are stressing the reflection component of Inquiry Four. Many instructors even choose to weigh the grade more heavily towards the reflection essay. Jason noted that, despite this focus, there are very few rubrics for the reflection essay. We often give great question prompts, but do students really know what makes a good reflection? In the following PowerPoint, Jason shares several ways to integrate reflection on rhetoric into everyday activities, which can build into a rubric for students.